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What will I study?

Overview

What you will learn

Rehabilitation theory and practice

You will be able to fluently and accurately discuss and debate key theoretical concepts in contemporary rehabilitation practices using the language of rehabilitation science. You will be able to apply the knowledge of muscle and exercise physiology and pathophysiology of common conditions to the design, implementation and evaluation of rehabilitation programs. You’ll also be able to recognise the influence of the social and culture determinants of health and how these influence individual’s choices and health behaviours and act consistently to promote a shared decision making model of rehabilitation practice.

Evidence and innovation

You will learn to analyse, synthesise and critically evaluate research and evidence relevant to rehabilitation practices. As well as, effectively measure both the health status of individuals and groups and monitor and measure the outcomes of rehabilitation strategies.

Clinical Practice in Context

You will be able to safely and effectively apply evidence informed rehabilitation practices in selected practice contexts, responding to physical, social and cultural factors that influence the individual and likely outcomes. You will be able to justify clinical decision-making for a range of clinical cases in diverse rehabilitation contexts based on literature and practice priorities and apply all elements of best practice in rehabilitation, including respectful communication with clients and shared decision making to achieve therapeutic goals.

Course structure

To gain the Specialist Certificate in Rehabilitation Science you must complete 25 points comprising of:

Two core subjects

Capstone subjects are compulsory and provide students with an opportunity to consolidate and extend the learning that they have undertaken across their course of study. These subjects vary, and may include project-based learning, a research project, or coursework outlining best practice.

Workload

On average, it is estimated that students will be required to allocate 15-19 hours per week for ‘study’ time for each subject. However, the time commitment required can vary for each student based on individual task management and planning skills, familiarity with the material, reading style and speed.

Single subjects

You can also study single subjects to contribute to your professional development. For more information, please contact Student Support.

student Profile

Edward Mohandoss

From skeptic to enthusiast: Advocating for online learning

By Serpil Senelmis

Edward Mohandoss is a Physiotherapist in a public hospital in Melbourne and is relishing online learning despite his early reservations. The 43-year-old who works in geriatric rehabilitation says, “I was a bit apprehensive about the online mode of study as I was not confident with IT skills.” He adds enthusiastically that he found he was “able to cope with online learning with appropriate support from staff and fellow students.”

Shaking off his initial fears about the online learning environment has meant that the busy working father of a young family can now fulfil one of his long-time goals – to complete a masters degree. He explains, “The online nature of the course offered me flexibility so that I can spend time with my young family and balance the stress of full-time work.”

Edward says he hopes “to gain knowledge on current trends in rehabilitation and basic concepts in research” and describes the online Master of Rehabilitation Science as a confidence booster. He says,

Some of the assessment tasks such as writing a research proposal and feasibility proposal have given me immense confidence in participating in clinical research and quality improvement projects.

The highlight of online study for Edward has been the relationships he’s established with his peers. He says, “My favourite part of studying this course is the interaction between fellow students in the discussion boards and webinar sessions. Even if you miss the webinar sessions there is an option of watching the recorded version which was very useful for someone like me with full-time work.”

Edward explains that online learning has enabled him to “become knowledgeable about healthcare systems across the world.” He adds, “Given our interaction with students from different countries, it was interesting to compare similarities and differences in health care systems and its impact on patient outcomes.”

The Future looks bright for Edward. Already, he’s reaping the rewards of his new-found skills and confidence. He says, “The knowledge I’ve gained so far has made me a better clinician and people respect me when I share this knowledge, especially in my work place.”

Sample course plan

View some sample course plans to help you select subjects that will meet the requirements for this certificate.

Sample course plan - Specialist Certificate in Rehabilitation Science

KEY

Core

This is a 25-pt course, delivered part-time over six months. This course offers intakes at each intake of the academic year.

Explore this course

Explore the subjects you could choose as part of this certificate.

Core

Complete all of the following

CoreCredit points

Foundations of Rehabilitation12.5

Foundations of Rehabilitation

This wholly online subject is a foundation subject to introduce students to selected core theory and frameworks that underpin the development and delivery of best practice evidence informed rehabilitation services across a range of disciplines and clinical practice contexts, across the lifespan. The subject will provide students with the opportunity to gain knowledge and develop skills related to the selection and delivery of appropriate and best practice rehabilitation services that are tailored to meet the needs of individuals, groups, or services. Students will gain skills, demonstrate understanding, and critically review the applicability of a range of models to deliver rehabilitation services including interdisciplinary, multidisciplinary, community and home-based.

The subject is divided into modules to allow flexibility for students to choose areas of rehabilitation practice that best match their disciplinary interests or work context. Similarly, students will be given options for assessment that include the development of multidisciplinary or single discipline rehabilitation that can be used in a clinical context. All students will complete four modules within this subject.

A Foundational Module will be completed by all students and introduces the theory underpinning and defining key features of best practice in rehabilitation. A theoretical framework, based on the International Classification of Functioning (WHO), will be introduced as a method of classification and consideration of the rehabilitation needs of an individual. Students will acquire skills in mapping the impact of health conditions into multiple domains and considering the associated personal and environmental factors though a series of diverse case studies. The constructs of habilitation and rehabilitation will be explored in the context of lifelong disabilities. A range of models of rehabilitation services will be introduced.

Students will then choose two from four modules that best meets their learning interests and/or practice or discipline interests. These modules are:

1. Evidence based rehabilitation: Students selecting this module will develop the skills to identify literature related to a rehabilitation method or approach used in their own setting. Students will develop a concise summary of the existing evidence, critically evaluate the quality of evidence to support the chosen intervention, and interpret the clinical application of this technique.

2. Rehabilitation services: This module will extend students’ exploration of rehabilitation services in a range of settings in the context of two acquired health conditions of their choice. Students will identify and justify the core elements of rehabilitation services provided across a patient journey from acute care, into subacute, community outpatient and home based services, including explicit consideration of the environmental, social and cultural factors that may influence choice of services.

3. Habilitation and lifespan disability: This module will focus on extending students’ understanding of rehabilitation service interventions across the lifespan of an individual with a complex congenital or developmental disorder.

4. Rehabilitation policy and regulation: Students will identify and analyse the relevant government and local health policy that influences equitable access to rehabilitation services. This will be explored within their own context and contrasted with policy from other global regions. The potential influence of service access on patient outcomes will be considered in depth.

The final Integration module will be completed by all students and addresses the integration and application of evidence informed rehabilitation practice. This module provides students with an opportunity to extend and demonstrate skills in developing and justifying an evidence-informed rehabilitation program for an individual with a complex condition, with consideration of the individual’s personal, cultural and environmental factors.

Rehabilitation Activity and Exercise

This subject will enable students to integrate and extend prior knowledge and skills to prescribe exercises that effectively and safely meet the needs of individuals, groups and specific populations across the lifespan and along the health and impairment continuum. Students will draw critically on evidence for the requirements for physical activity and exercise and the health risks due to sedentary behaviour and deliver and evaluate appropriate programs to manage these risks. Students will build on their clinical reasoning skills to theorise the mechanism of an individuals’ functional limitations and design and prescribe exercises to meet the goals of optimal health outcomes. Students will be expected to be critical in their analysis and evaluations of new and emerging forms of exercises, assessment tools and technologies that are not as yet supported by an evidence base.

All students will complete four modules within this subject.

All students will complete a Foundational module that will explore the pathophysiological and psychosocial theory of rehabilitation and evidence–based health outcomes of sedentary behaviour and exercise. A biopsychosocial framework will emphasise the biological, mechanical, social, psychological and cultural elements that influence exercise and physical activity. Further, students will build knowledge of the different types of exercise activity (cardio-vascular, fitness, strength, flexibility) and how these might be used to achieve different outcomes.

Students will then choose two from four modules that best meets their learning interests and/or practice needs. These modules are:

1. Habilitation The Fitness & Physical Activity module will cover the body systems and functions that contribute to fitness and the environmental and personal factors that influence individuals’ engagement with fitness and physical activity. The primary focus will be on measurement of fitness and physical function and exercise tolerance along the lifespan and the health and impairment continuum, including the role of new emerging innovations and technology tools that support current exercise and physical activity guidelines and priorities.

2. The Evidence for Exercise module will focus on the evidence base on the efficacy of exercise programs and physical activity in rehabilitation programs. Students will appraise both qualitative and quantitative evidence on outcomes of rehabilitation programs in select populations, including the role of new emerging innovations and technology tools that support current exercise and physical activity guidelines and priorities.

3. The Exercise for the Adult Population module will address the assessment and analyses of health related needs for adults in the selection of appropriate exercise interventions. Students will compare and contrast the personal and environmental circumstances that influence functional capabilities and participation preferences of adults within diverse practice contexts.

4. The Exercise for the Older Adult Population module will address the assessment and analyses of health related needs for older adults in the selection of appropriate exercise interventions. Students will compare and contrast the personal and environmental circumstances that influence functional capabilities and participation preferences of older adults within diverse practice contexts.

The final Integration module will be completed by all students and will focus on the design and evaluation of an exercise intervention to meet the needs of groups with common impairments or functional needs. Students will apply a model of rehabilitation best practice and using an ICF informed framework, in the execution of this task.